School-Level Practices and Federal and State Policies
School-Level Practices and Federal and State Policies
Introduction
Chapter 6 details teachers’ and learners’ responses to the common core state standards that govern learning of the English language in America. The arguments in the chapter are drawn from a case study based on school-level practices designed to strengthen English language outcomes among learners. Similarly, the chapter focuses on bilingual students. To some extent, their learning and understanding of the English language have adversely been affected by the federal and state policies that restrict such learners from accessing the necessary support from teachers in different institutions in California and across the United States. According to the chapter, a better student outcome can only be achieved if schools establish multifaceted approaches to federal and state policies that are disadvantageous to some English language learners. In essence, the paper explores and discusses the existing school-level policies and the benefits and risks of America’s federal and state policies.
The implication of the Federal and State Policies on Education
In the chapter, light has been shaded on ideas that directly influence the educational outcomes among learners, especially the Latinx (Latinos). As a teacher, the federal and state policies on education present interesting ideas that need to be explored, if not questioned; the policies are selective in approach and strongly opposed to the rights of migrants to free education on American soil. According to Stillman (2019), the federal and state policies on education are restrictive oppressive and have been in existence for close to three decades. The teachers and students, especially migrants, have borne the full brunt of the policies. The policies are beyond doubt why migrant students lag in class and, most importantly, in acquiring or learning and understanding the English language. In just twenty years, the retrogressive federal and state policies have stifled learning outcomes in nearly all the educational facilities in America, save for a few educational centers that have secretly allowed migrants to learn English and other foreign languages uninterrupted.
Initially, the policies were designed for a good cause. However, as time progresses and the population of migrants in America swells, they have become more controlling than improving the educational outcomes among students. Stillman (2019) notes that the emergent bilingual (EB) students, or population, in particular, have been greatly affected by the policies that aim at infringing their right to public education. Today, the federal and state laws provide restrictive policies that significantly control the use of language in all learning institutions across the US; such measures and policies hard-hit emergent bilingual students. In states such as Massachusetts and Arizona, there are strict instructions on using foreign languages other than English in public spaces such as parks or trains. In other words, the law is keen to sabotage diversity and inculcate intolerance among people. The policies have consequently restricted other learning institutions known to offer foreign languages such as Chinese and Spanish.
Future Benefits and Risks of the Federal and State Policies
As a teacher and an educationist, my attention is drawn to the potential benefits and risks of federal and state policies. Stillman (2019) asserts that the risks of the restrictive and discriminative federal and state policies outweigh their promises or benefits by unimaginable margins. Over time, learners’ and teachers’ responses have guided and shaped learning outcomes. Such an interactive aspect of learning would soon be lost as the federal and state policies muzzle the once vibrant school-based learning systems and practices. The policies are keen to knock students who are considerably migrants out of schools in America by raising standards and expectations. Such punitive practices would prove disadvantageous to students who cannot or are slow to learn and understand English. One of the good things coming from the stringent policies is, perhaps, efforts to position America on the global map as far as the quality of education is concerned. Similarly, the culture of competitiveness would be ingrained in the hearts of the learners. I would also be interested in learning how the American pioneer schools will adapt and embrace the changes, which is a real sense, seek to knock out some students.
School-Level Policies that Promote Better Learning Outcomes
The common core state standards (CCSS) have increasingly injected hopes into the American education system, and without a doubt, better learning outcomes are still achievable. According to Stillman (2019), CCSS was designed to give the education system in America a new lease of life and provide quality education to all learners or students in America, regardless of ethnicity, social status, or sexual orientation. I particularly find CCSSs interesting and important in equal measure. CCSs act as tools for molding and enhancing professionalism among teachers. Consequently, the common core state standard outlines and describes learning procedures or requirements for each student, both the English and non-English speaking students.
CCSs are, therefore, an umbrella that holistically takes care of all the learners in the United States. As a teacher, I am of the school of thought that, no matter how the federal and state policies may be stringent and restrictive, both the teachers and learners have to find a way around them; they should not fight or criticize the policies. The chapter points to the inability of the federal and state policies to protect and fulfill the needs of neither the teachers nor learners. The policies severely punish emergent bilinguals instead of inspiring them to do better in school. Moving forward, federal and state policies should be reviewed and redesigned in such a way that they foster transformations in the education sector.
Conclusion
The role and importance of school-level policies cannot be overemphasized; they represent the robust and transformative establishments that the American education system has ever witnessed. Chapter 6 paints a grim future for the EBs on American soil, and their only ray of hope is the school-level policies. On the other hand, the federal and state policies pose a huge threat to the English learners and largely derail transformations and developments that have been realized in public schools in America over the years. Teachers and learners alike should be involved in decisions about the continuity and prosperity of the education sector in the US. All learners should be treated equally and with utmost dignity. The findings in chapter 6 point to a need to have flexible policies on delicate yet important sectors such as education and health; flexibility breeds inclusivity and democracy and environments where students and teachers can develop themselves and realize self-worth.
Reference
Stillman, J. (2019). How School-Level Practices Transform Federal and State Policies. One Dual-Immersion School’s Response to the Common Core State Standards. Transforming Schooling for Second Language Learners. Pp. 101-118.